We propose a didactic model of Einstein's lift used to show the physics in a freefalling frame of reference. We discuss three experiments in Einstein's lift: the spring-mass system, the two repelling magnets system and the pendulum oscillations in free fall. Measurements are carried out through analysing videos acquired using a digital camera by means of open-access video analysis software which allows to describe the motion in both the inertial and moving frames of reference. We also show some videos edited with the software Adobe After Effects which enable us to see what happens in a freefalling frame of reference, and a video acquired by a GoPro camera falling integral with the lift. The topic, the accessibility of the experiments and the level of analysis are appropriate for an undergraduate classical mechanics course.
We designed a teaching–learning sequence on relative motion in classical mechanics, based on the model of educational reconstruction and on the fundamental design principle of highlighting those conceptual elements which could be valuable in the future learning of special and general relativity. Thus, we propose an educational reconstruction strongly focused on the principle of relativity and the principle of equivalence. To highlight selected key concepts and motivate students in their exploration, we used a series of experiments based on video analysis and interactive simulations, which can be modified on the fly by the students. These tools are useful to stimulate autonomous investigation and to support the modelling of different physical situations. The sequence of activities was designed for students in introductory physics courses and was tested with a group of 24 undergraduate students in an online lab course, in which some distance learning techniques were also studied.
We designed a teaching-learning sequence on the relativity principle and the principle of equivalence in classical Mechanics, rooted in previous research about students and teachers’ conceptions. A series of experiments based on video analysis is used to highlight selected key concepts and to motivate students in their exploration of the topic and interactive simulations, which can be modified on the fly by student teachers, are used to stimulate autonomous investigation. The sequence was designed for teacher education at University level and was tested with a group of 20 pre-service physics teachers.
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